Exploration of topics in responsive and responsible assessment of student learning. Candidates will be introduced to use of assessment strategies and making decisions about exceptionality, eligibility, and educational programming. Topics include types of assessment strategies, large-scale and high stakes testing, rubrics, checklists and other evaluative tools and techniques. Field experience required for course completion for students in the major.
prereq: SPED 4433, admission to IESE program and successful completion of Block One courses and associated field experience or SPED post bac, no grad credit
Group process, problem solving, decision-making, collaboration, and teamwork applied to the special education process. Techniques for working with parents, professionals, paraprofessionals, and community agencies when planning and implementing Individualized Education Plans. Field experience is required for course completion for students in the major.
prereq: 4433, 45 cr, postbac or sped minor or instructor consent, no grad credit
My courses emphasize:
Practice-Based Learning – Candidates engage in applied case studies, assessment simulations, and collaborative planning experiences.
Reflective Inquiry – Structured reflection assignments invite candidates to examine their assumptions about ability, language, and behavior.
Equity-Centered Assessment – Students analyze how bias can shape identification processes, particularly for multilingual and multiply marginalized learners.
Collaboration Skills – Candidates develop communication strategies for working with families, general educators, and interdisciplinary teams.
Assignments are intentionally designed to bridge theory and practice, ensuring that candidates leave with both conceptual understanding and practical tools.
Preparing Educators for Inclusive & Advanced Classrooms
A central thread across my teaching is preparing special educators to recognize advanced potential in students who are often overlooked—particularly multilingual learners and students with high-incidence disabilities.
I encourage candidates to move beyond deficit frameworks and to consider how access to enrichment and advanced learning opportunities can be expanded within inclusive settings. This work aligns with my broader research agenda and reflects my commitment to bridging special education and advanced education pathways.